Date of Conferral

4-2-2026

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Tammy Hoffman

Abstract

The problem that was addressed through this study is that preschool special educators are not consistently integrating role-play strategies when teaching language development to children with autism spectrum disorder (ASD) at ABC district (a pseudonym), a district in the southeastern United States. Grounded in Vygotsky’s social learning construct, the purpose of this study was to explore the perceptions of preschool special educators on using role-playing exercises to model proper communication behaviors and to improve learning skills as well as other advantages of role-play activities for children with ASD at ABC district. For this basic qualitative study, semistructured interviews were conducted with 10 certified preschool special educators with at least 2 years experience at the ABC district. Data were analyzed using thematic coding with the following six themes emerging: preschool special educators perceived role-playing activities as supporting (a) child development in general; (b) communication behaviors and techniques; (c) language skills; further, educators acknowledged that role-playing activities (d) help in monitoring and evaluating student progress; finally, educators recognized that role-playing activities may be (e) impeded by factors that affect play-based learning and (f) appropriate for preschool teaching and learning. Findings suggest that preschool special educators should integrate role-playing activities into their instruction, as these activities may help strengthen the language skills of preschoolers with ASD and support smoother academic progress. Implications for positive social change are that supporting the development of language skills, effective communication, and self-advancement of preschoolers with ASD may help reduce future educational and social inequalities in the communities.

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